We use critical qualitative methods to demonstrate how ambiguities present in definitions of learning disability (LD) and processes for determining LD eligibility under IDEA result in inequitable outcomes for minoritized students. To investigate this issue, we first outline how the LD label is situated within medical and psychological…

Today 195 countries exist in the world. The purpose of this review was to provide a global picture of the services and opportunities for individuals with dyslexia. The intent was not to provide an exhaustive review of each topic, but rather to provide examples of what is occurring in different countries around the world. Through an Internet…

The purpose of the White Paper is to provide additional information for and guidance to the federal government, professional organizations, practitioners, and the public. The Learning Disabilities Association of America (LDA) is hopeful that this document will facilitate legal, regulatory, policy, and training decisions, and ultimately, service…

A survey of all state education agencies (SEAs) was conducted to compare regulations for the determination of a learning disability. Results revealed many similarities among the states with some variations in the SEA eligibility criteria. Identification requirements were different under the Individuals with Disabilities Education Act and the…

This article describes criteria developed by the three Georgia Learning Disorder Centers to determine eligibility for services of college students with learning disabilities. Five definitions for learning disability in adolescents and adults are compared. The specific criteria used by the centers are detailed, as are criteria for accepting outside…